Board+Game+Write+Up

=Sk8 Shop= Beth Rackliffe beth780@gmail.com Andy Jensen ajensen35@gmail.com Rose Fortner rose.fortner@gmail.com Jodi Kohler jodikohler@gmail.com

Instructional Objective
Learners playing //SK8 SHOP// will use operations with fractions, decimals, and percents to grow their skateboarding business and become rich! The following objectives are taken from the [|California 7th grade math standards] for number sense.

(1.2) Learners will, "add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers." (1.3) Learners will, "convert fractions to decimals and percents and use these representations in estimations, computations, and applications." (1.6) Learners will, "calculate the percent decrease, or decrease of a quantity." (1.7) Learners will, "solve problems that include discounts, markups, commissions, and profit and compute simple and compound interest."

Learners & Context of Use
The game is designed for middle school students, specifically 6th and 7th graders. Due to the subject matter and the need for many students to review the concepts of fractions, decimals, and percents, the game could be used with older students (even high school) in need of review. Since most middle school classrooms are heterogeneous, there will be a variety of competency levels both in math and English language amongst the students. It may be necessary for teachers to provide scaffolded instruction for students having difficulty with the content vocabulary being said in the game.

The game could be played during the standard day. It would require that students be familiar with the calculations involved in percent of mark-up, discount, unit rates, fractions, percents, and such. Prior to the game, teachers should have familiarized students with some of the vocabulary. Depending on whether teachers wish to use this as an introduction or a reinforcement, students may not have received direct instruction on how to do the calculations. After game play, teachers should allow students to discuss questions that may have arose during the game play, as well as decisions that they found successful.

Competing Products
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 * 1). "Big Deal Money Game" (ages +11)**
 * Similarities:**
 * Learning objective involves percentage fractions
 * The players try to earn the most money
 * Players can use calculators and scratch paper


 * How Ours is Different and Better:**
 * In "Big Deal," one person is required to play the role of "banker." They don't actually participate in the game, which doesn't seem like a very good use of student time. In our game, the money is not run by anyone person, which allows everyone to get involved equally.
 * Players have to make decisions about based on scenario situations in Big Deal. In Sk8 Shop, players make draw "tricks" cards and solve problems, after which they choose what decision they are going to make.
 * Players purchase property in Big Deal, but they acquire skateboard parts in Sk8 Shop.
 * Each player starts out with same amount of money in Big Deal. In our game, each player starts off with 3 parts cards, but no money.
 * In Big Deal, the game ends when someone reaches a certain size. In Sk8 Shop, the game ends when the player who has the most money reaches the finish square.
 * In "Big Deal," when player lands on a property, they get to chose whether they want to buy it. This is very similar to Monopoly, which leads to a very predictable game experience. Our game is centered around solving tricks cards and having players choose how they will acquire parts cards. The board is more of an indicator has to how much money they have. They can only progress forward if they've earned more money.

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 * 2). "Decision Stock Market Money Management Game" (ages 10-adult)**
 * Similarities:**
 * It emphasizes decision making and the players attempt to increase their wealth, player with highest net worth at the end wins.
 * Players keep accurate records of costs and revenue


 * How Ours is Different and Better:**
 * Our game does not focus on stocks and bonds. For our audience, we wanted to focus on math as seen in small business. The concepts will be more relevant and applicable to acquiring and selling inventory.
 * Our game incorporates additional business concepts, such as computing discounts, markups, commissions, profits, and computing simple and compound interest.

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 * 3). "What's The Point?"**
 * Similarities:**
 * Players reinforce their knowledge of decimals, fraction and percent equivalents
 * The "what's the point" review basic math concepts without the application to real world scenarios.


 * How Ours is Different and Better:**
 * The players spin a colorful board in a race to get rid of their cards. This seems like it'd be fun due the time constraint, but we wanted to have the players go through real-life decisions whose outcomes model real business, such as gaining and losing money and inventory. Getting rid of cards is not an outcome of real businesses.
 * "What's the Point" includes a self-checking guide. Our answers are written on the "tricks" cards themselves, so that players can have immediate feedback as to whether they were right or wrong.
 * The "what's the point" review basic math concepts without the application to real world scenarios. The questions on the tricks cards in our game are based in realistic scenarios so that students can see how the concepts apply to the real-world.

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 * 4). "Lemonade Stand"**
 * Similarities:**
 * In both games, players try to sell as many of a product as they can
 * Both games have the goal of assembling the product they are trying to sell


 * How Ours is Different and Better:**
 * Lemonade Stand lasts up to 30 days and is online. Our game can be played in a class period and is designed as more of a review and skills sharpening activity.
 * There are not as many factors influencing the outcome of our game as there are in Lemonade Stand. This keeps it easy to follow within the timeframe.
 * Our game is played by 4 people, and they have to interact with one another to acquire "parts" cards and read "tricks" questions to each other. This is good practice for interpersonal skills, communication and teamwork--an element not involved with Lemonade Stand.

**Object of the Game**
The object of the game is to acquire three different types of skateboard parts and then assemble and sell skateboard sets to make the most profit. The first player to reach finish line wins.

Content Analysis
discount unit rate percents written as fractions fractions written as percents || **Parts Cards:** These cards make up the parts for the skateboard the players will be selling. There are two types of parts: basic and high-end. The value of the skateboard will be the sum of the values noted on the three parts cards.
 * ~ Content Type ||~ Content Elements || **Game Elements** ||
 * ===**Facts**=== || mark-up

//Basic Skateboard Parts each valued at $10:// Basic Trucks Card Basic Deck Card Basic Set of Wheels Card

//High-End Skateboard Parts each valued at $20:// High-End Trucks Card High-End Deck Card High-End of Wheels Card

These cards will contain questions that players must answer correctly in order to do one of the following actions: 1.) Draw a parts card 2.) Purchase a parts card from another player 3.) Trade parts cards with another player
 * "Tricks" Cards:**

The answer to the trick card will be located at the bottom, distinguishable from the question.

There is a designated area for trick cards and parts cards in the center of the game board. Used trick cards and parts cards are set aside and reshuffled when they are all gone.
 * Game board:**

Each square on the game board represents 10 dollars || discount fractions decimals percents || "Selling" a completed skateboard means obtaining all necessary cards from the three parts. A completed skateboard can be made up of a total 3 basic and/or high-end parts cards. Having one truck card, one set of wheels card and one deck card makes a completed skateboard. A trade can only happen between cards of equal value There are both high-end parts and basic parts || Players apply ratios and percents to make proportions || There are different types of skateboards depending what parts they are assembled by If a player buys a part from another player, they move backwards the amount of spaces that equal the face value on the card If player sells a part or sells an entire skateboard, they move forward the number of spaces equal to the value of the part or skateboard. The player will move their token on the game board depending on the total value of the skateboard. If a player constructs a skateboard made up of all high-end parts, the player can move his/her token one extra space. || calculate unit rates calculating discounts and mark-up percentages negotiating skills || **Dealer's procedures:** Designate dealer at beginning of game. Dealer shuffles cards at beginning and when cards are used up. Each player is dealt 3 cards at the beginning of the game, face down. Remaining tricks cards are placed in designated spot in center of the game board. Draw a tricks card** At the beginning of each turn, the player to the right has to read the problem on the trick card to keep the answer hidden. The player whose turn it is, attempts to solve the problem using scratch paper if necessary. The player gets one chance to answer the question. If they are incorrect, they do not advance on the game board or draw any card. Discard used trick cards to the right of the deck.
 * ===**Concepts**=== || mark-up
 * ===**Principles**=== || Players distinguish between a mark-ups and a discounts
 * ===**Procedures**=== || calculate problems using addition, subtraction, multiplication and division
 * Players at each turn:

If players correctly answers the problem on the trick card they can do one of three things:
 * **Draw a parts card:** the player draws one card from the parts deck and adds it to their hand. If they are able to complete one skateboard set, they should discard those three parts cards and advance their token on the board the appropriate number of spaces. The players should keep their parts cards concealed.
 * **Buy a part from another player**: The player whose turn it is, can choose to buy a card from another player who has a part for sale (it is optional for players to sell a card. Players can only have one card for sale at a time. If they sell a card they can then put another card for sale on the board for the next round). When a player buys a part from another player he/she will move their token backwards the number of increments of 10 that represent the value of the part purchased. The player who sold their card will move forward on the board in the increments of the part sold.
 * **Trade for a part from another player:**If a player answers the trick card correctly, he/she can ask another player for a particular card he/she is looking for in exchange for a card he/she does not want. The exchanged cards must have the same value. If the player being asked to trade has the card in question they HAVE TO trade the cards. If the player being asked to trade does not have the card then the player who asked to trade does not collect a parts card that turn. ||
 * ===**Processes**=== || None of our content involves a process. || There are 48 squares around the perimeter of the board which represents the path players will move while playing the game.

50 Trick cards, one drawn every turn 64 Parts Cards, either drawn, traded or bought 4 Shortcut Cards || Players have a 1 out of 16 chances of receiving a shortcut card that has a completed skateboard on it. ||
 * ===**Probabilities**=== || negotiating parts of the skateboard with other players || Parts cards: There are more basic level parts cards than high-end level parts cards, therefore, the probability of a player completing a skateboard with all high-end cards is less than the probability of completing a skateboard with mixed or all basic-level parts.
 * ===**Context**=== || Applications of math problems relating to business || 4 players each run their own skateboard shop that buys and sells skateboard parts in order to assemble complete skateboards which they will then "sell" once assembled. ||
 * ===**Vantage Points**=== || Players are either adding or subtracting from their total profits buying and selling parts with other players or selling completed skateboards. || Each player is both a skateboard parts buyer and seller ||

Game Materials
List each of the physical objects one would find in the box. For example, the board, each type of card, each type of prize or token, etc.) After listing the materials, describe each in as much detail as needed. Include illustrations of the board and each type of card.


 * Game Board: This is an example of the game board.The"sidewalk" spaces lining the circumference of the board are in increments of 10 dollars. Players will move there pawns around the board to reflect the amount of money they have earned.

Example of Parts cards: Example of Tricks cards:

> ]]
 * Deck of "parts" cards
 * Deck of "tricks" cards
 * Avatar token for each player
 * [[@Tricks Cards |Click here to see the Trick Cards questions
 * 30 to 60 second timer (depends on the pre-test results)

Time Required
Game Set-up: Game set-up is relatively easy and should take no more than 5 minutes including distribution of the game. During the set-up phase, students will open the game box and take out the game board. The "trick" cards should be shuffled and placed face down on the marked portion of the game board. The "parts" cards should be shuffled and placed face-down on the marked portion of the game board. Students should each choose a token and place it on the start. Once the game is set-up, students should decide which player will goes first.

Play Time: Play lasts until someone circles the board by acquiring $500 (each space on the board represents $10). Play time will be dependent on whether students are building high-end boards (totaling $60) or basic boards (totaling $30), as high-end boards will move the player along at a faster rate because the player will move more spaces. Play would most likely extend over a class period or two depending on the strategies implemented by students and the luck in which they acquire resources.

The Rules
The object of the game is to acquire three different types of skateboard parts and then assemble and sell skateboard sets to make the most profit. The first player to reach finish line wins. -Game requires 2-4 players. -Each player must have a pencil a notepad and a calculator.
 * Object of the Game**
 * Starting The Game**

1) Every player starts with 4 cards. **(see getting started)** 2) When it is your turn draw a trick card and try and solve it in 1 minute. **(see first turn)** 3) If you are correct you may draw a resource card, buy a resource card from another player, or trade a resource card with another player. **(see first turn)** 4) If you are incorrect your turn is over. **(see first turn)** 5) If you draw a slam card, answer the question in a minute and follow the directions depending on correct/incorrect answer. **(see slam cards)** 6) Before your turn is over decide if you want to put any parts up for sale. **(see parts for sale tips)** 7) You move forward around the board by completing a skateboard (truck, wheels, and deck) or selling a part to another player (each square is worth $10, i.e. sell one regular skateboard $30 = move forward 3 spaces). **(see first turn option 1)** 8) You move backwards if you buy a part from another players sell pile. (i.e., buy one regular truck $10 = move back one space). Don't worry this is worth it if you can put together a full board by buying that part. **(see first turn option 3)** 9) The winner is the first person to get to the end of the board. **(see winning the game)**
 * Quick-Play Rules**

-Each player assumes the role of skate shop owner and receives one avatar token, which they place in the start square. -One player volunteers to be the dealer. -The dealer shuffles the deck of //Parts// cards and distributes 4 cards to each player, including him/herself -Players can only view their own cards. -The dealer places the remaining //Parts// cards face-down in the designated //Parts// cards square on the game board. -Each player has the option to offer up one //Parts// card for sale and place it face-up in front of them.
 * Getting Started**

-Choose someone to go first (player 1). -The player to the right of player 1 will draw the top card from the //Tricks// cards pile and read the question to player 1. -Player 1 must solve the problem within 60 seconds without looking at the answer. -If player 1 answers the problem correctly, he/she chooses between 3 options listed below. //-//If player 1 answers the problem incorrectly, the player cannot pick up a //Parts// card. (see //Incorrect Tricks Questions// section)
 * First Turn**

If player answers correctly, do one of the following: ---//Option 1//: //Draw one card from the Parts cards deck// and keep it concealed. (see //Parts// cards) If the player has all 3 cards that make a complete skateboard (a deck card, a truck card, and a wheels card), they have assembled a complete skateboard and can discard the 3 cards back to the discard pile and advance on the game board the total value of the 3 cards. Each space on the board represents $10. For example, if you have 3 cards totaling $60, move forward 6 spaces. (see //Discard/Parts for Sale Tips//).

---//Option 2: Trade one Parts card with another player// The player can ask another player if they have a particular card they are looking for in exchange for a card he/she doesn't want. If the player they ask does have the card, they must exchange cards. If at that point the player has assembled a complete skateboard, the player can discard the 3 cards into the discard pile and advance on the game board the total value of the 3 cards (see //Discard/Parts for Sale Tips//).

---//Option 3: Purchase one Parts card another player has for sale// The player can buy a //Parts// card at face value from another player who is showing a //Parts// card for sale in front of him or her. If the player purchases a //Parts// card, they take the card, and move backwards on the board to reflect the value of the //Part,// each space on the game board represents $10//.// The player that sold the card moves forward on the board to reflect the value of the //Part//. The player that just sold the //Part// can choose whether or not offer another //Part// card for sale. A player can only buy a card on his or her turn.

-There are two different types of each of the Parts cards--basic quality (worth $10/each) and high-end quality (worth $20/each). -The value of a completed board depends on the value of the parts it is made with. (see //BONUS SQUARE//) -You might get lucky and get one of the two //Parts// cards that contain a completely assembled skateboard. One is worth $30 and the other is worth $60.
 * Parts Cards**

If a player answers a //Tricks// question incorrectly, he/she is not allowed to draw, trade or buy an additional //Parts// card. However, if the player is holding a set of cards to make a skateboard (3 cards total), he/she can discard them all, and then move forward on the board the number of spaces corresponding to the total dollar value of the cards. The player can also put a //Parts// card up for sale if he/she is not selling a //Parts// card at the time.
 * Incorrect Answers to "Tricks" Questions**

Mixed in with the //Tricks// cards are //SLAM// cards. Watch out if you get one of these cards! If the player answers the problem on the card correctly, the player will have a minimal negative consequence. A negative consequence will be something like giving up one //Parts// card or moving backward a certain number of squares on the game board. If the player answers the //SLAM// card incorrectly the negative consequence will be more severe.
 * Slam Cards**

-A player can add or remove one //Parts// card from the "for sale" spot at any time. -Players can display no more than one //Parts// card for sale. -Players may hold on to all of their //Parts// cards if they are trying to build a skateboard. -Once a player has enough //Parts// cards to sell a completed skateboard he/she is not required to discard the set. It is up to the judgment of each player.
 * (Dis****card/Parts for Sale Tips)**

If a player is able to assemble a skateboard made of entirely high-end parts, they get to advance one additional space on the board when they turn their cards in.
 * BONUS Square**

After the first player goes, the player to the right of him/her goes next. The player to the right of player 2 will draw the //Tricks// card, and the procedure described above continues. //Trick// cards and //Parts// carts will be shuffled and redrawn as each deck completely depletes.
 * 3). The Second Turn And Beyond**

The game is won when the first player makes it around the board to the finish line.
 * 4). Winning The Game**

= Credits = The following people made this game possible.


 * Game Concept:** Rose Fortner, Andrew Jensen, Jodi Kohler & Beth Rackliffe
 * Artwork:** Andrew Jensen
 * Play Testers:** Students from Beth Rackliffe's math classes at PKMS.

=Legal= SK8 Shop is ©2009 My Game Company. All rights reserved.

Check us out on the web at: http://www.thegamecrafter.com/games/my-awesome-game

Motivational Issues
Theme - The overall theme of the sk8 shop game is meant to engage learners. So many students are either skateboarders or interested in events such as X-games that we thought it would be a theme they would be interested to see.

Control - Players have a level of control in the game by choosing to build either basic boards or high level boards to earn various levels of money. On each turn, players are given an opportunity to either choose a part, trade a part, or buy a part, this also gives students a level of control over their path.

Competition - Along with control, students are able to compete with other students. By collecting and keeping parts, they will prevent students from building the boards and moving along the path.

Cooperation - There is also a cooperation element in sk8 shop. Students can choose to trade with other players or buy parts from them. This allows both players to benefit from the exchange.

Design Process
Describe the process you went through in putting the game together. What were your first thoughts? How did you enhance your ideas? What ideas did you consider and reject (and why?). How did you gather background information? What did you do to see if there are similar games out there? What did you do to get feedback on the idea? How did you flesh out the game to the point of having a playable prototype? How did you gather feedback from that? What lessons did you learn from this that you'll carry to your next game design project?

When we first came together we were determined to tie fractions, decimals and percents to a business-related experience. Our first choice was for players to be t-shirt entrepreneurs. Luckily, through evaluation it was determined that our product needed to be more relevant for a middle-school aged audience. We then transitioned from t-shirts to skateboards. From there we worked on connecting the content to various learning perspectives. This was a tedious process, however, very helpful once completed. After the content analysis was complete the rest of the game seemed to flow quite nicely. Our main focus from that point was to refine the rules and to construct meaningful content questions. We integrated skateboard terminology to give it some flair and to make it more interesting for players. The design of game board was inspired by skateboarding's roots as an alternative, counter-culture sport. The use of the concrete background, fictitious skate shop names, and graffiti writing are all meant to add realism for players and to motivate them to take 'ownership' of their skate shop and have fun while practicing their skills working with fractions, decimals, and percents. The path on the board is intentionally numbered every fifth space to reinforce the math concepts in the game. Players measure their progress in between numbered spaces as being 'half way to the next numbered space,' or, 'a fifth of the way there.'

The first play test of the game was very enlightening. While we felt that we had made a fairly easy to comprehend game, the initial reaction to the game was confusion. Students did not want to read through all of the directions and when they did they had several questions. Many had skipped over the inital set-up directions and missed the 3 card start-up deck each players should be dealt. It took about 10 to 15 minutes of absolutely no game play going on before I quickly summarized the game for them so that they could get some testing in before the time had run out. After the game was summarized, 2 out of the 3 groups playing were able to move forward with few problems. The third group was having trouble with the fact that they did not physically have money in their hands and could not see the board as a representation of their earnings. Some students were having trouble with the content of the game questions, although many of them had not been explicitly taught the material before. Overall at the end of the first play testing, we realized that we needed to seriously rework our rules section of the game document. We came up with both a quick play rules section, as well as modifiying the remainder of the rules.

The second play test was a lot smoother. The students testing the game said that the rules were a lot clearer. They did ask one question as to whether they could draw a card if an attempted trade did not go through. The suggestion was brought back to the group to make a unanimous decsion upon and update the rules. It seemed after the second play test that the modifications made to the rules and board were successful to making the game play easier.